Which process is illustrated by the teacher creating a graphic organizer to review past concepts before introducing new ones in an SEI class?

The process illustrated by the teacher creating a graphic organizer to review past concepts before introducing new ones is schema building. This approach is grounded in the understanding that learners build upon their existing knowledge and frameworks—referred to as schemas—when acquiring new information. By revisiting prior concepts through a graphic organizer, the teacher helps students activate their existing knowledge, enabling them to make connections between what they already know and new material.

Schema building is crucial, especially in an ESL context, as it supports language acquisition by assisting students in organizing their thoughts and understanding relationships between ideas. The graphic organizer serves as a visual aid, making it easier for students to see these connections and reinforcing their learning by allowing them to integrate new information with established knowledge.

This process differs from other options like active participation, which emphasizes students engaging directly with content and each other, and collaborative learning, which focuses on joint work among peers. Sequential learning refers to learning in a linear progression, which may not specifically highlight the importance of connecting new information to prior knowledge in the same way schema building does.